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The Dismantling of Moral Education: How Higher Education Reduced the Human Identity

Dr. Perry L Glanzer, professor, published The Dismantling of Moral Education: How Higher Education Reduced the Human Identity, February 9, 2022.

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Identity Excellence: A Theory of Moral Expertise for Higher Education,

Dr. Perry L Glanzer, professor, published Identity Excellence: A Theory of Moral Expertise for Higher Education,, 08/18/2022.

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Identity in Action: Christian Excellence in All of Life

Dr. Perry L Glanzer, professor, published Identity in Action: Christian Excellence in All of Life, September 8, 2021.

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Doctoral Degree Attainment from Ronald E. McNair Scholars Program Alumni: An Explanatory Embedded Case Study

Dr. Terrill F. Saxon, professor, published Doctoral degree attainment from Ronald E. McNair scholars program alumni: An explanatory embedded case study in Educational Policy, 10/17/2021, with co-author(s) Dr. Rachel Renbarger, Western Michigan Univ., and Dr. Tony Talbert, professor.

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Increasing Post-Secondary Education (PSE) Readiness for At-Risk Students and Students with Disabilities

Dr. Terrill F. Saxon, professor, published Increasing post-secondary education (PSE) readiness for at-risk students and students with disabilities in Research and Practice in the Schools, Vol. 6, Issue 1, p. 11-26, 10/17/2019, with co-author(s) Dr. Robin Wilson, and Dr. Tamara Hodges, senior lecturer.

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Positive Youth Development: An Experimental Trial with Unattached Adolescents

Dr. Terrill Saxon, professor, published Positive youth development: an experimental trial with unattached adolescents in Journal of Adolescence, Vol. 67, p. 85-97, 10/20/2022, with co-author(s) Dr. Darrell Hull, University of North Texas.

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The Outrageous Idea of Christian Teaching

Dr. Perry L. Glanzer, professor of social foundations, published The Outrageous Idea of Christian Teaching, 08/20/2019, with co-author(s) Dr. Nathan Alleman, associate professor, Baylor University.

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Restoring the Soul of the University: Unifying Christian Higher Education in a Fragmented Age

Dr. Perry L Glanzer, professor, published Restoring the Soul of the University: Unifying Christian Higher Education in a Fragmented Age, March 10, 2017, with co-author(s) Dr. Nathan F Alleman, associate professor, and Dr. Todd C Ream, professor, Taylor University.

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Survey Scales: A Guide to Development, Analysis, and Reporting (2016), Johnson & Morgan

Dr. Grant B. Morgan, associate professor, published "Survey Scales: A Guide to Development, Analysis, and Reporting", August 1, 2016, with co-author(s) Dr. Robert L. Johnson, University of South Carolina.

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Mathematics Courses Matter: Preparing PSTs for Certification

Dr. Sandi Cooper, professor, published Mathematics Courses Matter: Preparing PSTs for Certification in Journal of Mathematics Teacher Education in Texas, Vol. 12, Issue 3, p. 4-7, with co-author(s) Dr. Brandy Crowley, Emporia State University, Hiroki Matsuo, doctoral student, and Melissa Donham, doctoral candidate.

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Founder’s Lecture: Current Research Trends in Mathematics Learning That Guide Us for the Future.

Trena L. Wilkerson, professor, published Founder’s Lecture: Current Research Trends in Mathematics Learning That Guide Us for the Future in Investigations in Mathematics Learning, Vol. 14, Issue 4, p. 251-264, 2022.

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Iluzada, C., & Talbert, T.L. (2022) Learning, course satisfaction, and community in the time of COVID-19: Student perceptions of the switch to emergency remote teaching

Dr. Tony L. Talbert, professor, qualitative research and social-cultural studies education, published Learning, course satisfaction, and community in the time of COVID-19: Student perceptions of the switch to emergency remote teaching in InSight: A Journal of Scholarly Teaching, Vol. 17, with co-author(s) Christina Iluzada, clinical assistant professor - information systems & business analytics.

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Franz, N. E., Werse, N. R., & Talbert, T. L. (2022). Ageism-Induced Anxiety of Job Seekers Aged 50–83: Preliminary Findings from A Phenomenological Case Study Problem of Practice Dissertation

Dr. Tony L. Talbert, professor, qualitative research and social-cultural studies education, published Ageism-Induced Anxiety of Job Seekers Aged 50–83: Preliminary Findings from A Phenomenological Case Study Problem of Practice Dissertation in Impacting Education: Journal on Transforming Professional Practice, Vol. 7, Issue 2, p. 11-18, 2022, with co-author(s) Dr. Nadine E. Franz, graduate writing coordinator in the research and writing development center, and Nicholas R. Werse, director of the ed.d. researching and writing development center.

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The impact of a summer intervention focused on foundational concepts of number sense for early learners

Sandi Cooper, professor, published The impact of a summer intervention focused on foundational concepts of number sense for early learners in Investigations in Mathematics Learning, Vol. 14, Issue 3, p. 199-214, 2022, with co-author(s) Dr. Ryann Shelton, lecturer, Noah Padgett, Harvard University, Brandy Crowley, Emporia State University, Keith Kerschen, Concordia University, and Melissa Donham, doctoral candidate.

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Teacher noticing for preservice teachers in an early childhood field experience

Dr. Sandi Cooper, professor, published Teacher noticing for preservice teachers in an early childhood field experience in Journal of Mathematics Teacher Education in Texas, Vol. 12, Issue 1, p. 13-14, 2022, with co-author(s) Dr. Brandy Crowley, Emporia State University, Michael Warren, doctoral candidate, Melissa Donham, doctoral candidate, Kurt Salisbury, Amplify, Kenley Ritter, doctoral candidate, and Melissa Eubank, doctoral student.

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Reframing the problem of practice: Transitions in Baylor University’s Ed.D. in learning and organizational change program

Dr. Sandi Cooper, professor, published Reframing the problem of practice: Transitions in Baylor University’s Ed.D. in learning and organizational change program in Impacting Education: Journal on Transforming Professional Practice, Vol. 7, Issue 1, p. 32-41, 2022, with co-author(s) Dr. Brooke Blevins, University of Idaho, Lacy Crocker-Papadakis, affiliate clinical faculty, assistant director edd-loc writing center, Julia Earl, lecturer, Leanne Howell, lecturer, Cece Lively, doctoral student, associate director edd-loc, Jessica Meehan, lecturer, Elizabeth Murray, affiliate clinical faculty, writing consultant edd-loc writing center, Sarah Pratt, lecturer, Laila Sanguras, lecturer, graduate program director edd-loc, Sandra Talbert, clinical associate professor, Tony Talbert, professor, and Nick Werse, affiliate clinical faculty, director edd-loc writing center.

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Building community in online professional practice doctoral programs

Dr. Sandi Cooper, professor, published Building community in online professional practice doctoral programs in Impacting Education: Journal on Transforming Professional Practice, Vol. 6, Issue 3, p. 21-29, 2021, with co-author(s) Cece Lively, doctoral student, associate director of edd-loc, Brooke Blevins, Dean, University of Idaho, and Sandra Talbert, clinical associate professor.

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Water, river, and community: Bridging community, environment, and outreach through a transdisciplinary course. Connected Science Learning

Dr. Sandi Cooper, professor, published Water, river, and community: Bridging community, environment, and outreach through a transdisciplinary course. Connected Science Learning in Connected Science Learning, Vol. 3, Issue 4, p. online, 2021, with co-author(s) Dr. Suzanne Nesmith, associate professor, Charlie Walter, director, mayborn museum, Cole Matson, associate professor, TIsha Emerson, professor, Melissa Mullins, environmental education & outreach coordinator, crasr, Julie Daniel, associate professor, and Paul Martens, associate professor.

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Selected Publications

Karon N. LeCompte, associate professor, published Teaching Federalism: Investigating Federal vs. State Power during a Pandemic in Post-Pandemic Social Studies: How Covid-19 Changed the World and How We Teach, p. 222-236, 02/01/2022, with co-author(s) Dr. Brooke E. Blevins, associate professor, and Kevin R Magill, assistant professor.

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Youth Act: The Impact of an Action Civics Program on the Community & Political Engagement of Youth

Dr. Brooke E. Blevins, associate professor, published Youth Act: The Impact of an Action Civics Program on the Community & Political Engagement of Youth in The Social Studies, Vol. 112, Issue 3, p. 116-120, 01/01/2022, with co-author(s) Dr. Karon N. LeCompte, associate professor, Nate Scholten, doctoral students, Kevin R Magill, assistant professor, and Tiffani Riggers-Piehl, Kansas State University.